#Robotics Curriculum

[stemroboedtechcompany]

Coding and Robotics Curriculum for Schools

The implementation of Coding and Robotics Curriculum for Schools has become increasingly important in the dynamic and fast-paced world of today. These courses foster vital life skills like creativity, critical thinking, and problem-solving in addition to imparting technical information. let us look at the various advantages of integrating Coding and robotics curriculum for schools, list essential elements of a successful teaching plan, and suggest creative ways to get children interested in these disciplines.

First of all, these courses are essential to a STEM (Science, Technology, Engineering, and Mathematics) education, which is necessary to get students ready for the workforce of the future. Students who are skilled in robotics and coding will have an advantage in the workforce in today's digital environment, where technology is developing quickly.

Second, learning robotics and coding fosters the growth of analytical and problem-solving abilities. Students learn how to analyze challenges, and think logically, and creatively by working on practical projects and activities. These abilities are useful in several other areas of life in addition to the field of technology.

Education in robotics and coding also fosters creativity and innovation. Students are encouraged to think differently and with imagination while coming up with project ideas. This helps students develop an innovative and creative mentality that will serve them well in whichever job route they decide to choose.

Additionally, teaching children to code and build robots gives them important digital literacy skills. In the current digital age, students must comprehend technology's functions and know how to utilize it sensibly. Students may acquire these abilities through robotics and coding curriculum, which equip them to confidently explore the digital world.

Encouraging STEM Education

The coding and robotics curriculum's use of science, technology, engineering, and math (STEM) topics is one of its main advantages. Students have an in-depth understanding of these courses and their practical applications as a result of this combination. Students get a solid foundation in STEM subjects and get ready for future professions in these domains by participating in robotics and coding activities.

Demonstrating Practical Uses

Projects involving robots and coding frequently have real-world applications, which aid students in understanding the relevance of their education. Students can apply their knowledge to tackle real-world problems by working on projects with real-world consequences. Students' comprehension of robotics and coding principles is improved by this real-world application of their learning, which also inspires them to keep studying and experimenting with new concepts.

Getting Ready for Your Future Careers

Students who are proficient in robotics and coding are better prepared for jobs in technology, engineering, and other STEM professions. Students are well-prepared for the needs of the future workforce because of the abilities and knowledge that they have gained via the curriculum, which gives them a competitive edge in their careers. Students who study robotics and coding acquire the necessary skills required to succeed in a technologically advanced society.

In summary, the Coding and Robotics curriculum for schools has an extremely beneficial impact on students' development. The curriculum plays a critical role in forming students into well-rounded individuals with the skills necessary for future careers by showcasing real-world applications, fostering creativity, promoting STEM learning, fostering digital literacy, improving collaboration skills, fostering dedication and adaptability, and enhancing intellectual abilities.

In today's digital world, when technology is a part of everyday life, getting students interested in class might be difficult. However, incorporating Coding and Robotics Curriculum for schools has shown to be a successful way to engage kids and provide a hands-on learning environment.

With engaging and dynamic learning opportunities, the Coding and Robotics Curriculum for Schools keeps students interested in their lessons. The curriculum encourages students' motivation, creativity, problem-solving abilities, engagement, and experiential learning by providing chances for hands-on learning. This method not only makes learning more enjoyable for children but also gets them ready for the problems that lie ahead in a world where technology is used more and more.

The following actions can help to integrate Coding and Robotics curriculum for Schools:

Curriculum Development: As part of their STEM (Science, Technology, Engineering, and Mathematics) curriculum, schools can create an in-depth program that covers robotics and coding.

Teacher Training: To guarantee that educators are knowledgeable about robotics and coding and can instruct students in these disciplines, schools might offer training to their instructors.

Resources and Equipment: To give students access to experiential learning opportunities, schools must make investments in resources like computers, robotics, and programming tools.

Integration with Current Topics: To offer a comprehensive educational experience, schools may include robots and coding into current topics like science, math, and art.

Extracurricular Activities: Schools can provide robotics and coding labs or other after-school activities to further engage students and give more learning opportunities.

Extracurricular Activities: To further engage students and give more learning opportunities, schools might offer extracurricular programmes like robotics and coding labs.

Partnerships: To give students access to specialized knowledge and resources, schools can collaborate with companies or organizations that specialize in teaching robotics and coding.

Assessment and Evaluation: To make sure that learning objectives are being reached, schools should set up methods for monitoring and evaluating students' progress in robotics and coding.

These guidelines can help educators successfully incorporate Coding and Robotics Curriculum for schools, giving students useful skills and setting them up for success in a world where technology is ruling.

The Coding and Robotics Curriculum for schools must be implemented with careful planning, teacher preparation, technological availability, integration with other topics, evaluation techniques, extracurricular activities, and a dedication to ongoing development. Schools may give students a thorough and interesting education that equips them for success in the digital era by executing the curriculum well.

STEMROBO, a leading educational technology company, is revolutionizing the way schools integrate coding and robotics into their curriculum. With a focus on hands-on learning and real-world applications, STEMROBO provides schools with cutting-edge robotics labs that empower students to explore the exciting world of technology.

With the support of STEMROBO's robotics labs, it becomes very easy to integrate Coding and Robotics Curriculum for schools in a way that is interesting, efficient, and open to all students. STEMROBO is assisting in preparing the next generation of innovators and problem solvers for success in the digital age by giving schools the tools they need to teach robotics and coding.

More Details visit : https://www.stemrobo.com/coding-and-robotics-curriculum-for-schools/

[vivekpandeyy1]

Explore Engaging School Robotics Curriculum – Building Future Innovators

Discover a comprehensive school robotics curriculum designed to ignite the passion for technology in students. Our educational approach combines hands-on robotics projects with essential STEM skills, fostering creativity and problem-solving. Explore the perfect blend of fun and learning for a future-ready generation. Dive into our school robotics curriculum today.

[blog-classicalruby]

Not them giving 3 posters for us to make in a day💀🔫

[compassionmattersmost]

Planting Seeds of Compassion in a Digital Age

A Classroom Kit for Teaching AI + SEL with Heart As artificial intelligence becomes a bigger part of our lives, a new question is blooming in the minds of educators: How can we help children not only use AI—but relate to it with empathy, wisdom, and kindness? This class material offers one answer: a vibrant, age-appropriate toolkit for K–5 learners that blends AI literacy, ethics, and…

[respirelearning]

Benefits of Experiential Learning for Teaching STEM to Children

Introduction

Teaching STEM to children is essential for fostering a love for learning and curiosity about the world. Experiential STEM learning, a method where students learn through hands-on experiences, is increasingly being integrated into STEM (Science, Technology, Engineering, and Mathematics) education. This approach makes learning more engaging and equips students with the skills they need for the future. At Respire Learning, we aim to transform children's education through experiential learning. Our STEM Kits provide hands-on activities that introduce children to science, technology, engineering, and math concepts engagingly and interactively. With Robotics Kits, students can dive into programming and automation, learning to build and control their robots. Our DIY Models foster creativity and problem-solving by allowing students to assemble projects independently. These Experiential Learning Kits are designed to ignite curiosity, promote critical thinking, and inspire the next generation of innovators.

What is Experiential Learning?

Experiential learning involves learning through direct experience and reflection. Unlike traditional methods that rely heavily on lectures and rote memorization, experiential learning emphasizes active participation and practical application. This method allows students to explore, experiment, and learn from their successes and mistakes.

Respire’s agenda to focus on STEM Education

STEM education focuses on teaching students in an integrated manner, combining science, technology, engineering, and mathematics. It's designed to prepare students for the complexities of the modern world. Experiential learning fits seamlessly into STEM education, as both prioritize critical thinking, problem-solving, and real-world application.

Advantages of Experiential Learning

Enhances Understanding and Retention Experiential learning helps students understand and remember concepts better by involving them in activities that require active engagement. Students participating in experiments or projects are more likely to retain the information.

Encourages Critical Thinking and Problem-Solving Hands-on activities require students to think critically and solve problems. This approach fosters a deeper understanding of scientific principles and enhances students' ability to apply knowledge in various situations. Promotes Engagement and Motivation Experiential learning makes STEM fun and interesting. Students are more motivated to learn when they can see the relevance of their studies and actively participate in the learning process. Develops Practical Skills Through experiential learning, students develop practical skills essential in the real world. These skills include teamwork, communication, and technical abilities crucial for future success. Respire’s Experiential Learning Kits Experiential learning kits are tools designed to provide hands-on learning experiences. These kits include materials and instructions for conducting experiments and activities. They are tailored to different age groups and educational levels, making STEM accessible and enjoyable for all students. Examples of Popular Kits for Teaching STEM

STEM Kits: These kits cover various subjects like electronics, engineering, chemistry, and physics, providing comprehensive learning experiences.

DIY Kits: These kits allow students to conduct experiments at home, fostering a love for learning outside the classroom.

Robotics Kits: These robotics kits teach students about advanced-level engineering and technology through building and programming robots.

Implementing STEM Labs in the Classroom

Teachers can integrate experiential learning into their classrooms using kits and hands-on activities. Here are some strategies:

Strategies for Teachers

Incorporate Experiments: Regularly include experiments and practical activities in lesson plans.

Use Learning Kits: Utilize available experiential learning kits to make science lessons more interactive.

Encourage Group Work: Promote teamwork by having students work in groups on projects and experiments.

Integrating Kits and Hands-On Activities

Integrating kits into the curriculum can be seamless. Teachers can start with simple kits and gradually introduce more complex ones as students become more comfortable with hands-on learning.

Traditional Learning & Learning in STEM Lab

Common Obstacles in Experiential Learning

Limited Resources: Schools may need more resources for experiential learning.

Time Constraints: Hands-on activities can be time-consuming.

Teacher Training: Not all teachers are trained in experiential learning methods.

Benefits of STEM Lab

Experiential STEM Kits: students have a variety of kits in STEM with which they can do hands-on experiments with the teacher's guidance.

Look and Feel of the lab: Our Innovation lab is a specially curated space for children with a Montessori color combination that can promote learning in the gated space.  

Children's safe Equipment and kits: All the kits representing various subjects and their theories are perfectly safe for students to use from pre-primary to higher secondary education. 

Teacher Training: Teachers are specially trained to use high-functioning equipment easily, they also teach the importance of storytelling which can help students to make boring theories interesting.

Experiential Learning Beyond the Classroom

Learning continues beyond the classroom door. Parents and guardians can support experiential learning at home by providing resources and engaging in educational activities with their children.

Importance of Learning at Home and in the Community

Home Activities: Simple experiments and DIY kits can make learning STEM fun at home.

Community Resources: Local museums, science centers, and libraries often offer hands-on learning opportunities.

Future of Experiential Learning in STEM

The future of experiential learning in STEM education looks promising. With technological advancements and an increasing focus on hands-on learning, we can expect more innovative and effective methods to emerge.

Trends and Innovations

Virtual Reality (VR): VR can provide immersive learning experiences.

Online Platforms: Online resources and platforms can offer interactive science activities.

Predictions for the Future

As experiential learning continues to evolve and Indian government is implementing experiential learning by putting STEM education in the National Education Policy 2020 and evolving as time passes by. it will likely become a staple in education, preparing students for future challenges and making them tech-savvy.

Conclusion

Experiential learning offers numerous benefits for teaching STEM to children. Engaging students in hands-on activities can enhance their understanding, foster critical thinking, and develop practical skills. As we look to the future, it's clear that experiential learning will play a crucial role in STEM education in the Indian Education System.

FAQs

What is the main benefit of experiential learning in STEM education?

The main advantage is that it enhances understanding and retention by involving students in hands-on activities.

How can parents support experiential learning at home?

Parents can support experiential learning by providing DIY STEM kits and engaging in simple experiments with their children.

Are there any specific experiential learning kits for different age groups?

Yes, kits are designed for various age groups, from preschoolers to high school students, ensuring age-appropriate learning experiences.

What are some challenges teachers might face with experiential learning?

Teachers face challenges such as limited resources, time constraints, and the need for specialized training.

How does experiential learning prepare children for future careers?

Experiential learning develops practical skills, critical thinking, and problem-solving abilities, essential for future jobs.

[townpostin]

RVS Academy Launches State-of-the-Art Robotics and AI Lab

New facility aims to nurture innovation and hands-on learning for ICSE students RVS Academy’s cutting-edge Robotics and AI Lab opens doors to advanced technological education, showcasing impressive student projects and fostering future-ready skills. JAMSHEDPUR – RVS Academy marked a significant milestone with the inauguration of its advanced Robotics and AI Lab, designed to enhance practical…

[creyalearningsblog]

The Benefits of AI Coding for Students

AI coding offers a number of benefits for students, including:

Improved problem-solving skills: AI coding requires students to think critically and creatively to solve problems. This can help them to develop their problem-solving skills in other areas of their lives as well.

Increased computational thinking skills: AI coding teaches students how to think computationally, which is a valuable skill in the modern world. Computational thinking is the ability to break down problems into smaller steps, develop algorithms to solve them, and implement those algorithms using code.

Enhanced creativity: AI coding can help students to develop their creativity. This is because AI coding is often about creating new things, such as new AI models or new applications for AI.

Improved collaboration skills: AI coding is often a collaborative activity. Students often work together on AI projects, which can help them to develop their collaboration skills.

Preparation for the future of work: AI is rapidly changing the world of work. AI coding can help students to prepare for the future of work by teaching them the skills they need to develop and use AI systems.

In addition to these general benefits, AI Coding for Schools can also offer students specific benefits in different academic areas. For example, AI coding can help students to learn about math, science, and engineering. AI coding can also help students to develop their communication and writing skills.

Overall, AI coding is a valuable skill for students to learn. It offers a number of benefits that can help students to succeed in school and in the future of work.

Here are some specific examples of how AI coding can be beneficial for students in different academic areas:

Math: AI coding program for schools can help students to learn about math concepts such as linear algebra, calculus, and statistics. These concepts are essential for developing AI systems.

Science: AI coding can help students to learn about science concepts such as machine learning, data mining, and natural language processing. These concepts are used to develop AI systems that can learn from data and perform tasks such as image recognition and speech recognition.

Engineering: AI coding can help students to learn about engineering concepts such as software engineering, algorithm design, and data structures. These concepts are essential for developing and deploying AI systems.

Communication: AI coding can help students to develop their communication skills by requiring them to explain their code to others and to collaborate on AI projects.

Writing: AI coding can help students to develop their writing skills by requiring them to write clear and concise code documentation.

Overall, AI coding is a well-rounded skill that can be beneficial for students in a variety of academic areas.

For more information visit : https://creyalearning.com/stemlearning/

[anaargent]

Touch games

Five Hargreeves x Reader

Five Hargreeves slowly turning from a grumpy, grumpy old man into a touch-starved mass. . .

It started with gentle hand touches, initially Five looked confused and ripped his hands from yours as he asked, “What the hell is this?” with a stunned and disgusted expression. “A handshake?” you answer simplistically, removing the hands he had methodically tucked into his coat and grabbing them again. “To maintain your disguise you need to walk closer and less robotic, grandpa, don’t act like you’ve never held a hand in your life.” After a few tries Five got used to walking closer, his hands gently reaching for yours unconsciously, holding them absently as they walked, ensuring you were on the safer side of the street, still with a scowl on his face.

.

After your initial aversion, the quick touches to your hair began - it's messy - you say absently, brushing away some strands that fell on Five's forehead, who had remained silent, eyes wide as he watched you smile when your bangs were finally in place, clearing your throat and letting out a half-strangled "hm, thank you". After that, your fingers automatically fixed Five's hairstyle, smiling proudly at him and leaving after a simple - now you're presentable - never seeing the young man's slight blush on his cheeks and the breath he had held being released in a stunned huff.

.

Five was confused, he considered himself a controlled person, always having total control of his reactions and actions, he wondered why he couldn't prepare himself for every time you came towards him and entered his personal space, what had once been irritation was slowly becoming anticipation. His eyes darted to follow you when you entered the same room, silently hoping that you would come to him to complain about something stupid that your brothers did that irritated you. He found himself listening carefully to every word, noticing the little tics as you released all the frustration of the day and in the end you seemed at peace again.

- Maybe it was the coexistence - Five said to himself, trying to deal with emotions that were certainly not in his life curriculum - I see her every day, I must have gotten used to her nonsense, just like Klaus - he continues to grumble as he searches for his favorite chocolate at the convenience store he had stopped at on the way home - with that loud and annoying voice... that beautiful idiotic smile - he stopped himself, shaking his head in contradiction - no, no, just a stupid smile, nothing pretty!

He hurriedly left the market, with a bag of chocolates in his hand.

.

Five slowly found himself tangled in a spider's web, what was once a cold and centered posture turning into a needy and insatiable teenager. He tried to control himself, tried not to reach for your hand when you were walking close to each other, or not to smile like an idiot when you patted his hair after he was kind to your brothers - finally a good guy - you smiled as you stroked Five's head, so oblivious to the effects you caused, the gears in the boy's mind stopping to turn as I felt a cozy warmth envelop him.

Or so he thought.

You were aware of the reactions and the subtle change in Five, from the nervous smiles, the hands pretending to brush against yours as you walked, his green eyes always chasing yours, the slight tilt every time he was sarcastic and expected a witty response from you, receiving it with a proud smile. You were aware of all of this, and you wanted to see how far you could take that tempting joke, how the touches seemed to feed something dormant in Five and in his always so rigid posture, an overwhelming curiosity to see what could be awakened in him. You didn't expect him to explode so quickly.

At little Grace's party there was a big reunion, the whole family together again. You and Five came together, your hands firmly clasped in Five's, it was almost natural, if it weren't for the small hesitation before the act

- I hope she likes our gift - you sigh nervously, looking at the package that Five carried in his other arm - you picked up the biggest and brightest unicorn in the store, she'll love it - Five offers you a loving smile and a light squeeze of your hand, seeing your relieved expression - do you swear? - I'm sure of it - Five assures as he opens the door for you to enter the party - a gentleman - you smile playfully - only with you - Five answers sarcastically, hiding the butterflies shaking his stomach with a fake cough, taking off his coats and pulling you to where everyone was gathered.

In the middle of the party you ended up moving away from Five and the others, lost in the middle of so many people and children everywhere. The party was almost over, there were balloons on the floor, the balls of lights spinning

- yeah, it's you and me, Bobby - you grumble, sitting at a table away from the center of the party, toasting with the huge blue bear from the decoration that kept you company during the night - maybe I'll give you my cute number your naughty little thing.

- y/n! - Five suddenly appears, with his tie badly tied, his hair a mess - Five? What happened? Is everyone okay? - you get up and go to the man who was on your mind all night, placing your hands on his shoulders. Five relaxed with the touch, feeling the withdrawal that was growing in him ease a little - where were you? - you are shocked when you come across the needy tone in his voice.

Five Hargreeves, the same Five who told you that after so many years in the apocalypse he didn't feel like having any company. He was in front of you with a helpless appearance, his eyes tearing up a little as he sniffed softly - I looked for you all night, Klaus... Klaus said that maybe you were with someone more interesting.

You laugh, what else could you do in those circumstances? After all the games of accidental touches, of approaching as cautiously as possible so that Five wouldn't think you were a threat and accidentally stab you during the night. Was he worried that you had someone else in your life? - Seriously Five? - You smile at him - Who would be as interesting as an old man in the body of an adult who has lived through countless apocalypses?

-I...i- Five tries to think, his mind clouded between insecurities and silly fears, he didn't find himself attractive enough for you to really consider him as an option. The guy had more trust issues than a war veteran - I'm paranoid - he tells him that you're done with it - And? - You ask, waiting for more. - Me - He hesitates a little - I'm controlling, grumpy most of the time, I use sarcasm as a defense mechanism, I have a gun under my pillow because I can't sleep without thinking that we might be attacked during the night. And there would probably be a bomb bunker in the garden.

- It sounds tempting to me - you smile, wrapping your arms around Five's neck - I can deal with underground bunkers and some anti-theft traps in the house - you say, looking thoughtfully at the ceiling. Five freezes, his heart beating like crazy, he was in front of the person he wanted to have the most, and who deserved the least. He was a mess, yet, with everything you saw, you were still in front of him, with a perfectly placed smile on your beautiful face, waiting for something. Waiting for him.

Five then throws the blocks to the wind, maybe he would regret it, maybe he would wake up tomorrow knowing that he pulled you straight into trouble, but you would be there with him. So maybe it wouldn't be so bad. - We-we can have a dog - he says with the shadow of a small smile wanting to leave his lips. - Or two - you say finally pulling him for a kiss.

It was soft, insecure, perhaps a little cautious in the new field you were entering, your lips were warm and soft, and they moved slowly, your hands snaking through Five's hair, while he brought his hands to your hips, pulling you closer. Becoming bolder, you deepen the kiss, your tongue invading Five's mouth, the taste of liquor filling your mind, while everything seemed more intense and intense. When you finally pull away to take a deep breath, Five's eyes are already searching yours, his angelic eyes had a mischievous glint, something hungry lurking in the innocent features on his face. His hands are still wrapped around your waist, not letting you go that far

- can we go home? - he asks in a husky, thick voice. The sound causes a tremor in your body, the anticipation of the indirect suggestion filling your chest - I thought you would never invite me - you respond by pulling him into another passionate kiss while letting out a mischievous chuckle

[yellowballoondogs]

My x-men teacher headcannons

Scott Summers

The kids have a dumb nickname for him that he only tolerates because he wants them to think he’s cool (none of them think that)

Now hear me out. He’s the drivers Ed teacher. (Yes this extends to the X-jet) I just think it fits him- I can’t even explain it

Every-time a student asks him to sponsor a club he just says yes. He ends up with a variety of random clubs to sponsor

Rouge

The kids are afraid of her at first but love her by the end

She teaches auto-mechanics and gym

She really wants to coach some kind of sports team but hasn’t had the time for it

Remy Lebeau

The kids love him. They trust him and think he’s cool. None of the adults do.

He teaches sex-Ed (canonically) but I think he’d also teach home ec. He loves cooking and spent the entire krakoa era househusbanding- he’d love it.

He really wants to run a cooking club but can’t get enough students to join

Kurt Wagner

In cannon most students think he’s creepy but it’s a school for mutants so fuck that. They love him in my heart. They just also think his jokes are stupid and he’s cringe.

He started out teaching German but got bored of it pretty quickly

I could’ve see him as a kinder garten teacher. He loves working with the little ones and they love him. He’s definitely one of those teachers who has a classroom theme every year that they overdecorate for.

If he’s not a kindergarten teacher he’d do theater. Man would go all out for a Shakespearean play,

He also runs a ton of extracurriculars- baseball (which he canonically loves), Bible study, and gymnastics. He really wants a sword fighting club but was rejected because it was too dangerous.

Colossus

He has a gaggle of kids that hang out in his room during lunch

He teaches art class (I’m fairly certain that’s already cannon)

He runs an art club and does the school musical every year, which he runs like the goddamn navy

Kitty pryde

Tries to stay hip with the kids and lets them call her by her first name.

She teaches any tech related class or club you could think of. Even if only one student is interested she will beg for it to be on the curriculum

I don’t think she’d actually enjoy being a teacher all that much. Maybe later on she’d go on to be a dean or social worker, and much later the headmistress.

She runs a robotics club that she’s been trying to bypass anti mutant laws to bring to state competitions every year. She also runs the Jewish student union

If you want me to do anyone else please just ask (:

[whirligig-girl]

Reference sheet for Eaurp Guz for ArtFight 2025.

More about Guz: -Tumblr Tag -Guzcomic: AO3 / Tumblr -Surviving Schwil AO3 / Tumblr

STARFLEET COMMAND PERSONNEL DATABASE ACCESS Name: "Eaurp Guz" Full Legal Name: Eaurp Eugigathlia Waralslaupwormn't Guz Date of Birth: Stardate 33013 (2356-January-06 A.D.) Place of Birth: Twin Slime Hall, Southern Gurfluint, United Mellanus, Zwo-Nmu System, Zalda Sector, Alpha Quadrant. Species: Mellanoid Slime Worm Age: 26 Earth Years Height: variable, roughly 1.4 meters. Rank: Lieutenant Junior Grade Division: Operations (Engineering Subdivision) Academy Class: 2379 Assignment: U.S.S. Cerritos NCC-75567 (2380-2382(present)) Previous Assignments: Douglas Station (2379-2380) Honorifics: Lieutenant, Miss, Ma'am. Pronouns (Federation Standard Language): She/Her/Hers/Herself. Sex: N/A. Gender: Woman, Xenogender, Transgender, Female, Girl Parents: Mx. Waral Slaup, Mx. Eurgus Fleud, Dr. "Worm" Zugui   (Bio below the cut)

Bio: Eaurp Guz grew up in the turbulent time immediately following first contact with the United Federation of Planets, during a time when much of the world of Mellanus was struggling to adapt to a new political situation. Her world had united under a single umbrella, and one of the unifying principles was that of a desire to do space exploration on Mellanus' own terms. Guz had always loved machines, and made a hobby out of robotics, model railroading, and model rocketry.  Through the latter, she gained an aerospace scholarship and went to gooniversity at Flugoz, where she became an intern for the United Mellanus Space Program. At the end of the Dominion War, she pivoted, realizing that she would have better career prospects--and accomodations for her neurodivergence and gender--in the futuristic Starfleet than she would on her homeworld. After four years of academy, where she excelled at engineering topics but struggled with other aspects of the curriculum, she graduated as one of only a small handful of Mellanoid Slimes in Starfleet, and an even fewer number of fully trained officers.  After a year working at Douglas Station as part of their maintenance and repair crew, she fell in love with the Cerritos while assisting in its refit after its run-in with the Pakleds towards the end of 2380. During 2380 and early 2381, she served on Delta Shift, but in late 2381 she transitioned to Beta Shift. Due to her original training and upbringing, she is a sublight propulsion systems specialist, and spends most of her time tweaking the impulse engines and maneuvering thruster control system to keep them operating at ideal efficiency and smoothness.  In a report given by Lt. Cmdr. Andy Billups in late 2381, he noted "She is a skilled engineer, but she only seems to want to apply herself to this one specific subfield. She'll make an excellent specialist, but I am not considering a promotion at this time." END REPORT. APPENDIX TO PERSONNEL BIO Since the previous report, Eaurp Guz has been promoted to Lieutenant Junior Grade following a harrowing experience on planet TE-92f, in which she demonstrated a high degree of technical mastery over a wide variety of engineering domains. She has been transferred into an Command and Operations training track to ensure she is better equipped to get herself out of the situations she has proved to be able to get herself into, Starfleet Command having determined that she, quote, "slipped through the cracks, pun intended" of Starfleet Academy's career assignment program. Lt. Guz herself was hesitant to accept the promotion, claiming to prefer such tasks as crawling around in Jeffries Tubes, optimizing impulse engines, and tweaking maneuvering thruster PID controller values. Personal Section: Hobbies: Model rocketry, model starship engineering, railway modelling, holographic aerospace flight simulation, technical artist, amateur astronomy. Sexual orienation: asexual (or possibly demisexual, for a broad definition of 'sexual') Romantic orientation: polyamorous lesbian demiromantic Notable Friends: * Slamtha Uzgoel (Childhood friend, 2368-2376) * Dyani (Academy Roommate 2375-2379) * Marta Martinez (Academy classmate 2376-2379) * Eyluss Iris (Crewmate 2380-) * Lisdolin Kerman (Crewmate 2380-) * Samanthan Rutherford (Crewmate 2380-) * D'vana Tendi (Crewmate and Medical Provider 2380-) * T'lyn (Crewmate 2381-) * Zhandar Ghel (Stranded on Schwil Together 2381) * Doctor Promised Vision (Schwil, 2381) Enemies:  * Slamtha Uzgoel (Syndicate pirate with a grudge 2381-) Love Interests <3: * D'vana Tendi (Guz's crush 2381-2382, Guz's girlfriend following Tendi's return to the Cerritos 2382-) * Slamtha Uzgoel (childhood friends in a QPR 2368-2376, so into Guz it ruined her life 2376-) * Marta Martinez (had a crush on Guz 2375-2379) * Zhandar Ghel (survived a traumatic experience together 2381)

[stemroboedtechcompany]

Robotics Curriculum for Schools

Robotics has become an integral part of modern education, offering students a hands-on way to learn STEM concepts. Implementing a Robotics curriculum in schools can be a rewarding experience, but it requires careful planning and execution.

Step 1: Setting Objectives

Before implementing a Robotics curriculum in schools, we should define clear objectives. These objectives could include improving students' problem-solving skills, enhancing their understanding of STEM concepts, or preparing them for future careers in technology.

Step 2: Choosing the Right Equipment

Selecting the right robotics kits is crucial. Schools should choose kits that are age-appropriate, durable, and easy to use.

Step 3: Training Teachers

Teachers play a crucial role in the success of a robotics curriculum for Schools. Schools should provide teachers with training on how to use the robotics kits and integrate them into their lessons effectively.

Step 4: Integrating Robotics into the Curriculum

Integrating robotics into existing subjects can help reinforce learning and show students the real-world applications of STEM concepts. For example, students could use robotics to simulate environmental monitoring in a science class or explore geometry concepts in a math class.

Step 5: Providing Support and Resources

Schools should provide ongoing support and resources to both teachers and students. This could include access to online tutorials, troubleshooting guides, and technical support for the robotics kits.

Step 6: Assessing Student Learning

Assessment is an essential part of any curriculum. Schools should develop assessment tools that measure students' understanding of robotics concepts and their ability to apply them in real-world situations.

Conclusion

Introducing a robotics curriculum for schools can be a transformative experience for students, helping them develop critical thinking, problem-solving, and teamwork skills. By following these practical steps, schools can successfully implement a robotics curriculum and prepare their students for the challenges of the future.

The Role of Robotics Companies in Curriculum Development

Robotics companies play a crucial role in developing robotics curriculum for schools. They provide educational kits, software, and resources that make it easier for educators to incorporate robotics into their classrooms. These companies also offer teacher training programs to ensure educators have the necessary skills to teach robotics effectively.

Enhanced Learning Experience

One of the key benefits of robotics curriculum is its ability to provide students with a dynamic and interactive learning experience. By working with robots, students can apply theoretical concepts in a practical experiment, thereby reinforcing their understanding of STEM subjects. This hands-on approach not only makes learning more enjoyable but also improves retention and comprehension of complex ideas.

Fostering Creativity and Innovation

Robotics curriculum for schools encourages students to think creatively and innovatively. By designing, building, and programming robots, students are challenged to come up with unique solutions to problems, fostering a spirit of innovation. This creative thinking is a valuable skill that can benefit students in all areas of their academic and professional lives.

Developing Critical Thinking and Problem-Solving Skills

Robotics curriculum in schools also helps develop critical thinking and problem-solving skills. As students work on robotics projects, they are required to analyze problems, identify solutions, and implement them effectively. This process helps students develop a systematic approach to problem-solving, a skill that is invaluable in both academic and real-world settings.

Promoting Collaboration and Teamwork

Another key benefit of robotics curriculum is its ability to promote collaboration and teamwork among students. Robotics projects often require students to work in teams, where each member has a specific role to play. This collaborative approach not only improves students' communication and interpersonal skills but also teaches them the importance of working together towards a common goal.

Preparing Students for the Future

By integrating robotics into school curriculum, educators are preparing students for the future. In an increasingly technology-driven world, the ability to understand and work with robots will be a valuable skill. Robotics curriculum equips students with the knowledge and skills they need to succeed in a rapidly evolving technological landscape.

STEMROBO is at the forefront of providing end-to-end solutions to K-12 students.

In schools, our robotics lab setups create an environment where students can engage in hands-on learning. They can delve into the captivating world of robotics, sparking their interest and nurturing their STEM skills. Robotics is not just for adults; it's an educational and thrilling experience for kids too. Our robotics programs for children are designed to meet their needs and interests, providing a platform for them to explore and develop a passion for technology and innovation.

At STEMROBO, we offer AI and robotics labs that complement each other. Our AI and Robotics Lab is a unique space where students can discover the connections between these two fields. We provide schools with a comprehensive robotics and AI curriculum, enabling students to thrive in the digital era.

Our robotics curriculum for schools is designed to meet educational standards and cater to students at different levels. Through our robotics labs, we create a dynamic learning environment where students can collaborate, experiment, and innovate.

STEMROBO assists schools in establishing robotics and coding labs. These setups empower educational institutions to offer immersive learning experiences. With our guidance, schools can become centers of innovation and technological progress.

As an AI and Robotics Lab company, we are committed to transforming education through technology. We believe that robotics and AI can revolutionize learning, preparing students for the future. Join us at STEMROBO on this exciting journey of exploration and discovery!

[vivekpandeyy1]

Sparking Young Minds: Building a Fun and Engaging Robotics Curriculum for Primary School

By introducing robotics at this stage, we can ignite a passion for Science, Technology, Engineering, and Mathematics (STEM) in young minds. This article explores the benefits of incorporating a robotics program into your primary school curriculum and provides practical tips to get you started.

Why Robotics in Primary School?

Integrating robotics has numerous advantages that extend far beyond building robots. It fosters:

Critical Thinking and Problem-Solving: Students learn to break down challenges into smaller steps, experiment with solutions, and adjust their approach as needed. This iterative process builds valuable problem-solving skills applicable across all subjects.

Creativity and Innovation: Robotics encourages children to think outside the box. They use their imaginations to design robots for specific tasks and then translate those ideas into reality.

Collaboration and Teamwork: Many robotics projects involve teamwork. Students learn to communicate effectively, share ideas, and work together towards a common goal. This fosters cooperation and builds strong interpersonal skills.

Computational Thinking: At its core, robotics involves programming robots to perform specific actions. Even at a basic level, this introduces children to the logic and concepts behind coding, a crucial skill in today’s world.

Confidence and Self-Esteem: Successfully completing a robotics project can be incredibly rewarding for young students. It boosts their confidence and fosters a sense of accomplishment.

Building a Fun and Engaging Robotics Curriculum

1. Choose Age-Appropriate Tools and Kits:

For young children, simpler robotics kits are ideal. Look for age-specific options that utilize block-based programming or visual coding interfaces. These platforms allow students to focus on the concepts and problem-solving aspects without getting bogged down by complex coding languages.

There are many fantastic educational robotics kits available, such as Lego Mindstorms Education EV3 and Thymio. Consider factors like budget, class size, project complexity, and desired learning outcomes when choosing a kit.

2. Start with Simple Projects:

Don’t overwhelm students with complicated tasks right away. Begin with introductory projects that build upon each other. Here are some ideas to get you started:

Line Following Robot: This classic project teaches students about sensors, motors, and basic programming concepts. Students can build a robot that follows a black line drawn on the floor.

Maze Solving Robot: Building upon the Line Following project, students program a robot to navigate a maze. This adds a layer of complexity and encourages strategic thinking.

Obstacle Avoiding Robot: Introduce obstacle sensors and programming for conditional actions. Students create a robot that detects and avoids obstacles on its path.

Creative Expression Projects: Let students unleash their creativity by designing robots with specific functions, like robots that draw simple shapes or play a simple melody.

3. Integrate Robotics with Other Subjects:

Robotics isn’t a standalone subject. Integrate projects with existing curriculum to reinforce learning across different areas. Use robotics to:

Science: Explore concepts like force, motion, and sensors in science lessons. Use robots to test scientific theories or simulate natural phenomena.

Mathematics: Apply mathematical concepts like measurement, direction, and angles while programming robots to perform specific tasks.

Language Arts: Create stories involving robots, write instructions for programming robots, or use robots to act out scenes from a play.

Social Studies: Design robots that could be used to solve real-world problems or learn about robots used in different industries.

4. Make it Playful and Engaging:

Learning should be fun! Incorporate games, challenges, and storytelling into your robotics curriculum for primary school. Encourage friendly competition and celebrate successes as a group. Consider these ideas:

Themed Projects: Design projects around popular themes like space exploration, animal habitats, or historical events.

Robotics Olympics: Organize a fun-filled event with mini-challenges for students to showcase their robots’ abilities.

Guest Speakers: Invite professionals working in robotics to share their experiences and inspire students.

5. Provide Ongoing Support and Feedback:

Students will learn best through exploration and experimentation. Be available to answer questions, provide guidance, and offer feedback throughout the project.

Remember, the goal is not to create robotics experts at this stage. It’s about nurturing curiosity, fostering problem-solving skills, and making learning about STEM subjects engaging and enjoyable.

Ready to Get Started?

Technobotics.in offers a wide range of educational robotics kits and resources specifically designed for primary school educators. Their website provides comprehensive

[multifandomneeerd]

Accio Thunderbolts

Part One Masterlist

Summary: Thunderbolts go to Hogwarts AU, Bucky angst edition!

Trigger warnings: Bucky definitely has a panic attack, very small mention of blood, grief over a main character (Steve)

Word count: Once again, typed in my notes app. Will figure something out later

Notes: Weeeeell I meant to write Bucky meeting the other Thunderbolts but this came out instead. I cried while writing this, but that’s probably because I’m sick though.

The Great Hall was exactly the way Bucky remembered it, despite the fact that a huge battle had taken place here only several months before. The mood was definitely livelier though. The Sorting was interesting to watch. His own had been rather dampened by the war. 

He dutifully applauded the eight new Gryffindors. Three boys, five girls. One of the boys seemed terrified. Bucky felt a little bad for him. He wondered if he had looked that scared during his Sorting. 

McGonagall made the announcements this year. He had heard she was made headmistress. He didn’t really care much though. Anyone would be better than Snape.

He was barely paying attention when she began explaining new class schedules. 

“Due to some, ah, interruptions in our curriculum last year-“

Bucky repressed a snort of laughter. ‘Interruptions’ was a major understatement. 

“-classes will be set up differently to accommodate-“

Bucky tuned her out. He was itching to get out of here, away from all the people. He didn’t even realize he was staring until Sam nudged his shoulder. 

“You alright? You’re staring into space again.”

“I’m fine,” he muttered. He wasn’t really, but there was no need to worry Sam. 

He robotically ate once the food appeared. The flavours were overwhelming after the bland stuff the Death Eaters had fed him. Even after a few months of eating normally again, he still wasn’t used to regular food. 

When it came time to go to their dorms, Bucky trailed behind Sam. He could see the trio of first years who had sat beside him giggling and whispering together. He hoped there first year was better than his. Although, that really wasn’t hard. 

He vaguely heard the password-penguins-as they entered Gryffindor tower. He knew he was in fight or flight mode, and the only thing preventing him from bolting was Sam. 

When he had been rescued from the Death Eaters’ icy spell, the Wilsons had been kind enough to take him in. The Rogers and Barnes families had already been killed by Death Eaters. Sam had helped him a lot throughout the summer, making sure he was taking care of himself. 

Still, the urge to flee the crowd was overwhelming. Somehow he found himself in the dorm bathroom in his pyjamas, still clutching his school robes. Metal arm on full display. The arm brings back fragmented memories. Escape. Running. Cold snow and sharp stones on bare feet. A blast of light. Being thrown of the cliff. Falling. Pain in his shoulder but numbness in his arm. Red staining the snow. 

He’s crying now, barely aware of it as more memories hit him like a tidal wave. The leering faces of Death Eaters above his broken body. The hospital. A haze of painkiller induced fear and dread. The punishment when he was brought back to his prison. The freezing cold they trapped him in. The thawing. Finding out his family was dead. That his best friend and his family were dead. 

“Bucky, you in here-oh, Buck…” Sam’s voice trailed off at the sight of Bucky sobbing in the corner, curled up on himself like he was afraid of something. Sam gently wrapped his arms around his friend, trying to keep tears from his own eyes. 

“They’re gone now, Buck. They can’t hurt you again.” Sam hardly sounded like a twelve year old kid comforting another twelve year old. He sounded older, more mature. That was what war does, after all. Makes kids grow up too fast. 

Sam stayed as Bucky wiped his eyes and helped him gather up his robes. Leaving the bathroom, Bucky made a beeline for his bed, hoping to avoid John. He could hardly stand to be around the blonde now. He reminded Bucky of Steve, in spite of how different they were. John seemed to return the sentiment in some way, based on how he went out of his way to avoid him.

Bucky noticed how the beds that had once belonged to Steve and Lemar were untouched. It gave him comfort in some strange way. He could almost make himself believe Steve would be coming back. As if he were just on vacation instead of gone forever. 

Bucky had visited the grave once. It was small, placed next to Mr. and Mrs. Rogers. Easily missed if you weren’t looking. He had cried then too. Asked Steve why he left so soon. There had been only echoes of his own sobs in answer. 

Taglist: @busyheadkeepbreathing @luri-isa @thistlehorse

Let me know if you want to be added or removed!

[quirkwizard]

Is there any way for a healer to get into UA as a student in the hero course?

This is assuming you have some pure healing based power and it has no other function outside of that. Like it has some way to heal others through dealing damage.

When it comes to getting into UA with a non-combat Quirk, there are three ways that we know of. The first is through Hero Points. Healing people could be a good way that the person can build up points and get in that way. The second is the Remedial Course. While that course is made for a traditional education, it can easily be a place for kids with potential who didn't make it through the Entrance Exam. The third is through recommendations. Considering that the recommended students seem to have a whole other exam just for them based less on destroying robots and more running an obstacle course. However, in this particular case, I could see a secret fourth way. Quirks that heal people are absurdly rare in the setting. So rare you can count them on one hand. You could easily have it so someone gets into UA via a special program. A program where they aren't part of the usual curriculum and work under someone like Recovery Girl to learn how to treat others. That healing Quirks are so valuable an asset that acceptations can be made for them. Is it supported by canon? No, but I still think that could be a serviceable explanation for how someone like that could make into UA.

[steambot-shenanigans]

Timeline for Sparky the robot!

She technically borrows lore from two other steampunk bands so shoutout to you Mechanisms and The Cog is Dead fans

1650 BCE- A pirate airship flies out of a red portal and crashes in Egypt. The pilot, a woman who is not from this time, nor was she from the dimension the ship sailed in from crawls out of the wreckage. Sunset Val was the captain and she went down with the ship, but she did not die. Not yet. She follows a red glow to a cave, past the blue and green crystals to a deeper chamber where she finally died.

1895 CE- a vampire scientist from space named Doctor Carmilla finds the bones that have been exposed to Red Matter for so long and, still in the cave, attempts to build a mechanical body around the skeleton and powered by the red matter energy in her bones, but didn’t have the technique figured out completely yet. The prototype’s clockwork heart was crafted well, and its mechanical lungs worked just as planned. But the power to its central processor was not strong enough, so while its chassis and skeleton could repair itself, it could barely think, and it took a long time to move

1897- tremors from giant clockwork elephants and a very big steam powered giraffe cause a cave in to the section of the cave the prototype resides in. Doctor Carmilla escapes but the automaton is trapped inside

1924 April 24th- while looking for a new matter type to experiment with, Peter Walter II finds the prototype left in the cave and brings it home to fix it up and repurpose her for a babysitter for his son, Mark Ray Walter, but avoids completely deleting her original programming through the use of a code switch. In one mode, M mode, she retains her original chaotic space pirate programming, and in the other, W, she retains her memories and opinions of people, but has the objective of taking care of the Walter children and manor and a more motherly personality

1935- While in M mode, Sparky almost kills someone. It is covered up and the family decides to keep her in W mode for a while, fitting her with a cover for it so it doesn’t accidentally get flipped

1941- knowing that Sparky doesn’t like being left behind in the manor while her siblings are fighting WW II, the Walters send Sparky to a local summer camp to be a councilor

1942- A version of Sparky from the future arrives because she didn’t want to miss Peter Walter IV’s fifth birthday. She stays for a bit longer and has some strange and tragic stories from space but doesn’t talk much about how she encountered those stories as she wants to avoid “spoilers”

1947- Future Sparky leaves and present Sparky comes back from the Summer camps and various other teaching/babysitting jobs

1983- Sparky is upgraded to the QWERTY operating system along with the other robots

1986- Peter Walter VI is born and Sparky, still partially blaming her future self for the death of Peter Walter IV becomes protective of the child and doesn’t tell him her space stories that she heard secondhand from one of the people who met her future self

1996- Peter Walter VI is taken out of school because of bullying and homeschooled with the help of Sparky, Annie, Wanda, and anyone else who has the time and knows a thing or two. Sparky’s educational protocols are updated with up to date academic content from 1-12th grade, and an algorithm for continuous self updating as standard curriculum for the state of California changes

2006- Peter Walter VI wants to find out who originally created Sparky and lets her go in M mode for the first time in a while to try and figure it out. The clues- mainly a programmer’s signature deep in her code and the stories her future self told lead to Doctor Carmilla and her band of mechanically enhanced space pirates

2010- Sparky finds the band in London and starts a plan to alternate between spending time with the Mechanisms and with the Walter family. Sometimes due to time travel she will stay with the Mechanisms for 2,000 years and then come back 2 years before she left but she does her best to figure it out

2023- Sparky arrives back at Walter Manor and catches up with the robots and people about everything she’s missed. The robots prank her by convincing her there was another robot that got built while she was gone named Ralph

2024- Sparky attends the May 31st show to support her siblings. She brings a lollipop and three hand made and painted paper boats

Sparky attends the Skeleton Hoedown show with a friendly paint eating robot, and does up her faceplate nice and spooky for the occasion

2025- Sparky befriends a Becile Industries cyborg scientist and a very fast green matter robot…

[stevebattle]

Officer Mac "CHM133" – NYPD (1984) by 21st Century Robotics, Monroe, GA. "This 21st Century Robotics robot was "an ambassador for the police". It was operated by remote control, showed videos about public safety, and was used as a "non-threatening aide to help counsel abused children". " – The Old Robots

"A new crime prevention program was instituted in 1984 aimed at enhancing the safety of the most vulnerable segment of our society - our children. In November, the Department unveiled a specialized police robot designed for school-related child safety programs. "Officer Mac" was donated for use by the Crime Prevention Section to instruct grammar school children on "stranger-danger," drug awareness and traffic safety. Working closely with officials from the Board of Education's Division of Curriculum and Instruction, a program has been devised and carefully scripted, using non-threatening language, for children in kindergarten through the second grade. Three police officers, chosen for their sensitivity, were assigned to assist "Officer Mac" in his assignment. Due to the mechanical characteristics and size of the robot the Department initially limited Officer Mac's visits to schools which were handicap-accessible (ramps or ground-level entry). The program started December 12, 1984. That very afternoon the Crime Prevention Section received an anonymous telephone call from a 7 year-old, who had been present at the lecture earlier that day, asking for advice about someone "touching him". That single phone call speaks volumes about the need and timeliness of Officer Mac's mission." Police Department, City of New York, Annual Report 1984 (P27).